Coaching is more effective when it is job-embedded with frequent face-to-face interaction between coach and teacher¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Coached teachers more often reported their PD included enough time to try and evaluate new ideas (49% vs. 38.5%, Chi-Sq p < .001), and more than 87% ranked 1:1 meetings and classroom visits among the most valuable coach-teacher interactions. → Mahsa Bakhshaei 2020

Evidence¶

Mahsa Bakhshaei 2020¶

Mahsa Bakhshaei, Angela Hardy, Jason Ravitz, John Seylar. (2020). Instructional Coaching Holds Promise as a Method to Improve Instruction with Technology. SITE 2020 - Online, April 7-10, 2020. https://digitalpromise.dspacedirect.org/items/5465e54a-b290-4210-97fb-514a3aa13e21

q2 · i? · associational · r1

DLP year 2 survey contrast of coached versus non-coached teachers on active-learning time within PD: 49% vs. 38.5% reported enough time to try and evaluate new ideas, with "Chi-Sq p < .001" printed and no effect size. A related survey item found more than 87% of coached teachers ranked 1:1 meetings and classroom visits as most valuable interactions.

"While 49% of coached teachers reported that their PD to a great extent included enough time during and between events to think carefully about, try, and evaluate new ideas, only 38.5% of their non-coached peers reported this (Chi-Sq p < .001)."

Discussion¶

Related Claims¶

• Time spent between teachers and coaches is one of the most important factors in a successful coaching program — a broader claim this one bears on
• In one survey, coached teachers more often report sustained, followed-up professional development than non-coached peers, and more than 81% received at least 30 minutes of one-on-one coaching a week — related
• Coaching is more effective when support is personalized to teachers' needs and classroom contexts — related
• Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time — a broader claim this one bears on
• Micro-credentials incorporate prominent features of effective professional development: they are content-focused, job-embedded, and incorporate active learning — related
• The Web-based learning literature supports the assumption that interaction is important for a successful online course, while questions remain about its nature, extent, and effects on performance. — related